"The basis of all experiential learning (EL) is that experience matters. Many educators believe that without an experience, there can be no true learning or real understanding of a concept or situation (Andresen, Boud, & Cohen, 2000; Kolb, 1984; Dewey, 1938). However, not all experiences are equally educative (Dewey, 1938), and experience alone does not necessarily lead to learning or mean that learning will take place. Without the opportunity to reflect upon an experience and apply new knowledge, experiences may be miseducative (Dewey, 1938). The educator must create an atmosphere in which experiences are reflected upon by the learner so they become meaningful and positive (Dewey, 1938; Enfield, 2001).
To accomplish true learning and real understanding, a sequence of three discrete components is needed: 1) A "concrete experience" (Enfield, 2001; Kolb, 1984) where the learner is involved in an exploration, actually doing or performing an activity of some kind; 2) a reflection stage (Enfield; Kolb; Pfeiffer & Jones, 1981) whereby the learner shares reactions and observations publicly and processes the experience through discussion and analysis; and 3) an "application" or "conceptualization" phase that helps the learner deepen and broaden their understanding of a concept or situation by cementing their experience through generalizations and applications (Carlson & Maxa, 1998).
Another key point of the EL process is that it is a "recurring cycle" (Kolb, 1984). As a result of the reflection and application phases from one experience, new concepts, hypotheses, and/or impressions arise that lead the learner to further explorations, thus restarting the EL cycle. As John Dewey discussed so cogently in Experience and Education (1938), previous experiences affect current experiences, which naturally influence future experiences. The learning that takes place on one day will evolve into additional learning as time progresses.
It is also important to note that different EL cycles with varying numbers of stages or quadrants (three, four, or five) are described in the literature (Kolb, 1984; Pfeiffer & Jones, 1985; Marek & Cavallo, 1997; Usher, Bryant, & Johnston, 2000). However, all EL cycles share common features, and the number of stages is not critical. What is significant is that there is an opportunity for interplay between previous, current, and future experiences and between the learner and the environment (Dewey, 1938). Furthermore, it is essential to understand that active reflection and the application of knowledge are what make experiential learning different and more powerful than the models commonly referred to as "learn-by-doing" or "hands-on-learning" (Proudman, 1995)." (Extension Journal, Inc, 2007)
Extension Journal, Inc.1077-5315. “The Development and Evaluation of Experiential Learning Workshops for 4-H
Volunteers” Volume 45, Number 1, Feature Articles, 1FEA2.ISSN. February 2007.
"The basis of all experiential learning (EL) is that experience matters. Many educators believe that without an experience, there can be no true learning or real understanding of a concept or situation (Andresen, Boud, & Cohen, 2000; Kolb, 1984; Dewey, 1938). However, not all experiences are equally educative (Dewey, 1938), and experience alone does not necessarily lead to learning or mean that learning will take place. Without the opportunity to reflect upon an experience and apply new knowledge, experiences may be miseducative (Dewey, 1938). The educator must create an atmosphere in which experiences are reflected upon by the learner so they become meaningful and positive (Dewey, 1938; Enfield, 2001).
To accomplish true learning and real understanding, a sequence of three discrete components is needed: 1) A "concrete experience" (Enfield, 2001; Kolb, 1984) where the learner is involved in an exploration, actually doing or performing an activity of some kind; 2) a reflection stage (Enfield; Kolb; Pfeiffer & Jones, 1981) whereby the learner shares reactions and observations publicly and processes the experience through discussion and analysis; and 3) an "application" or "conceptualization" phase that helps the learner deepen and broaden their understanding of a concept or situation by cementing their experience through generalizations and applications (Carlson & Maxa, 1998).
Another key point of the EL process is that it is a "recurring cycle" (Kolb, 1984). As a result of the reflection and application phases from one experience, new concepts, hypotheses, and/or impressions arise that lead the learner to further explorations, thus restarting the EL cycle. As John Dewey discussed so cogently in Experience and Education (1938), previous experiences affect current experiences, which naturally influence future experiences. The learning that takes place on one day will evolve into additional learning as time progresses.
It is also important to note that different EL cycles with varying numbers of stages or quadrants (three, four, or five) are described in the literature (Kolb, 1984; Pfeiffer & Jones, 1985; Marek & Cavallo, 1997; Usher, Bryant, & Johnston, 2000). However, all EL cycles share common features, and the number of stages is not critical. What is significant is that there is an opportunity for interplay between previous, current, and future experiences and between the learner and the environment (Dewey, 1938). Furthermore, it is essential to understand that active reflection and the application of knowledge are what make experiential learning different and more powerful than the models commonly referred to as "learn-by-doing" or "hands-on-learning" (Proudman, 1995)." (Extension Journal, Inc, 2007)
Extension Journal, Inc.1077-5315. “The Development and Evaluation of Experiential Learning Workshops for 4-H
Volunteers” Volume 45, Number 1, Feature Articles, 1FEA2.ISSN. February 2007.